Standards based assessment
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Transcript of Standards based assessment
COUNTINGDATA:
Validating Evidences for Classroom-Based Action Research
What employers are looking for in graduates?
Perceptions of company managers regarding when certain skills and knowledge should be acquired and the degree of attainment. - DAP
The consensus among employers is that HS diploma with its current coverage is inadequate for their purposes. HS graduates show deficiencies in their ability to communicate, to think logically and to solve problems.
SKILL EDUCATIONAL DEGREE OF LEVEL
ATTAINMENTBasic writing, reading, arithmetic Elementary Not quiteTheoretical knowledge and work skills Secondary Not quitePractical knowledge and skills of work Secondary Hard to tellHuman relations skills Secondary SomewhatWork habits Secondary Hard to tellSense of responsibility Secondary Not quiteSocial responsibility Secondary Not quiteEthics and morals Secondary Not quiteHealth and hygiene Elementary Hard to tell
Today’s students have to be able
to do more than swallow facts
and
regurgitate them back out!
They have to be - quick on their feet, to adapt,
punches. Inand to roll with theshort, they have to be ablethink!able to analyze and evaluatesituation.critical thinkers!problem solvers!team players!
to
a
21stpossess century skills!
7
K-12• A curriculum innovation• Enhanced content and
competencies• Differentiated Instruction • Spiral Progression• Daily lesson logs• Formative assessment• Standards-based assessment• etc.
YES WE ARE READY?
HOW ABOUT OUR GRADUATES?
ARE THEY READY TO TEACH THE LEARNERS
UNDER THE K-12 CURRICULUM?
UNFOLDING THE CURRICULUM STANDARDS
Something to think about…
How do the standards look like in classroom instruction?
How are they made concrete in classroom instruction?
What are Standards?
Standards are established norms or
benchmarks for learning that define what students need to know, understand
and do.
WHAT
IS
STANDARDS-BASED CLASSROOM INSTRUCTION?
achieves the standardsby using the content as
the vehicle
focuses
onhelping
studentsmeet thestandard
s
embedsassessmentofofin
the attainmentthe standardsinstructional
strategies
ensures
alignment ofinstructional plan,
assessment andinstruction with
the stand1a5 rds
implementsstandards thatobservable andmeasurable
emphasizeson what students
will be able to know,
understand and do
are
WHAT ISSTANDARDS-
BASEDASSESSMENT?
16
Helpingstudents have self-concept through reflective thinkingactivities17
WHAT
IS STANDARDS-BASED ASSESSMENT?
An approach that comparesstudents’ performances to the standards, rather than comparing them with other students. (Dorothy Strater 2006)
WHAT IS STANDARDS-BASED ASSESSMENT?
The measurement of student’slearning performance accordingto predetermined educationalcontent and performance The standards define the skills
and knowledge content whichwill need to be mastered byeach student in a certaintime frame.
standards. (Sana Rafiq 2008)
Assessment is aligned to theattainment of the standardsthrough the defined skills orcompetencies.
BASES OF THE FRAMEWORK OF THEK TO 12 GRADING
SYSTEM
Standards Standards-based Classroom Instruction
Standards-based Assessment
Department of EducationOrder (DO) Number 73,
DO # 8.
SAMPLE K TO 12 CURRICULUM GUIDE- GS
SAMPLE K TO 12 CURRICULUM GUIDE- HS
24
The Learning Standards
DEPARTMENT OF EDUCATION
English Grade 9 – Module ___
Content Standard:• answers the
question: What should students know (knowledge) and do (skills)?
• shares the most important and enduring ideas, issues, principles, skills and habits of mind
• expresses the desired results
Performance Standard:• answers the question: How well
must students do their work? • presents product or
performance as evidence of learning or attainment of content standard
• adds value to what students learned
• demonstrates conceptual understanding of content and skill acquisition
• represents real life, authentic task
• encompasses the standard
The Learning Standards
DEPARTMENT OF EDUCATION
English Grade 9 – Module 1Content Standard:
The learner demonstrates understanding of how Anglo-American literature and other text types serve as means of enhancing the self; also how to use processing, assessing, summarizing information, word derivation and formation strategies, appropriate word order, punctuation marks and interjections to enable him/her to participate actively in a speech choir.
The learner actively participates in a speech choir through using effective verbal and non-verbal strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body Movements/ Gestures and Audience Contact.
Performance Standard:
The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
English Grade 9 – Module ___
1. The Learning Competencies (LCs) are coded. This was initiated in order to identify learning competencies that are connected and exhibited spiral progression (from Kinder to Grade 10). These LCs bear the same code number. This is also connected to the creation of the LRMDS or Learning Resources Management and Development System.
You should notice that:
EN9RC-Ia-16: Share prior knowledge about a text topic
The Learning Competencies (LCs)
DEPARTMENT OF EDUCATION
EN9RC-Ia-16: Competency
Subject Grade Level Domain Quarter Week Competency
English Grade 7Grade 8Grade 9Grade 10
Reading ComprehensionListening ComprehensionViewing ComprehensionVocabulary DevelopmentLiteratureWriting CompositionOral Language and FluencyGrammar Awareness
IIIIIIIV
abcdefghij
122.12.1.1(sample)
Subject Grade Level
DomainQuarter
Week
STEP
1 – WHAT WILL I ASSESS?
Standards
Competencies
Assessment
Instruction
25
WHAT DO WE ASSESS?
INSTRUCTION
STANDARDS
Content Performance FormationStandards Standards Standards
Know Do Become
LEARNING COMPETENCIES
ASSESSMENT
TYPES
OF
STANDARDS
What?
Howthey
will
use? 29
PERFORMANCESTANDARD
CONTENTSTANDARD
GROUP ACTIVITY
THE CHALLENGE :Formulating appropriate exercisequestions and projects aligned to the level of learning outcomeand that will bring out or revealthese learning outcomes.
Guide:how
to properly
formulate
exercises
for each
level
of assessment
assessment
using the sample
square?
LEARNING OUTCOME or GUIDE to teachers on eachEVIDENCE OF LEARNING level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
Math topic/lesson: Area of a
SquareLevel 1
KNOWLEDGE:the facts and What do you want students information that to know? (e.g. fact/info: the students need formula of a square)to acquire
What is the formula in finding a
Guide:how
to properly
formulate
exercises
for each
level
of assessment
assessment
using the sample
problem-solving)
Show that the area of a squaresquare cm. (process: student to
LEARNING OUTCOME or GUIDE to teachers on eachEVIDENCE OF LEARNING level of ASSESSMENT
EXAMPLE on how to frame the question/
devise the
Math topic/lesson: Area of a
Square
Level 2
PROCESS:skills that thestudents perform on What do you want yourfacts andinformation for the students to do with whatpurpose of they know? (e.g. solve for
constructing the area of a square)meanings or understandings
What is the area of a square cardboard whose sides
measure 25 centimeters? (skill: computation /
or
whose side measures 5 cm.,
is 25 prepare a model
composed of 25pcs. of square
tiles).
Guide:how
to properly
formulate
exercises
for each
level
of assessment
assessment
using the sample
form another shape. What is the
LEARNING OUTCOME or GUIDE to teachers on eachEVIDENCE OF LEARNING level of ASSESSMENT
EXAMPLE on how to frame the
question/ devise the
Math topic/lesson: Area of a
Square
Level 3
What do you want students to understand? (e.g. Understand
the concept of “Conservation ofUNDERSTANDING: Area”: cut a square into piecesbig ideas and make a different figure -
the area of the new figure willstill be the same as that of the
original square figure)
The sides of a square cardboard measure 25 centimeters. The
cardboard is cut into 3 pieces to
area of the figure formed? (big idea: Conservation of Area)
Guide: how to properly formulate
exercises
for eachleve
lof assessme
nt
devise the assessment using the sample
triangular pieces came from had an area
also owns several square paintings of
requested you to cut up any of his
sculpture following the size and shape
are to choose the canvass which when
LEARNING OUTCOME or EVIDENCE OF GUIDE to teachers on each level of
LEARNING ASSESSMENT
EXAMPLE on how to frame the question/
Math topic/lesson: Area of a Square
Level 4
What products or PRODUCT / performances do you want PERFORMANCE: students to produce as
Real-life application evidence of their learning or of understanding/ understanding? (e.g.
transfer of learning to Application of the concept of
real-life situation “conservation of area” to a
real-life situation
You are an interior designer and you have a client who has a sculpture made of triangular pieces of wood which were assembled together to make one whole art piece. You were told that theoriginal wooden board where the
of 25 sq.m. The owner of the sculpture
different canvass sizes. Your client
paintings and paste the pieces onto the
of each piece of triangular wood. You
cut up will exactly fit the triangular pieces. What are the measurement of the sides of the painting you will choose to cut up and paste on the pieces of triangular wood?